RICELT newsletter (July 2018)

Welcome to RICELT's first newsletter!

This is a summary of what has happened in the Chilean ELT context, and our researchers in the last few months, and what’s to come.
If you’d like to feature an event, a publication, a presentation, etc., please get in touch with us at redicelt@gmail.com, and we will include it on our next newsletter, social media and website.

First term events, seminars, and news

Second term events and news


2018 Publications (A-Z)
To the date, these are the publications that have been published this year. Our database is updated regularly, as soon as we hear about a publication on the Chilean ELT context (198 publications, and counting!)
Are you writing a paper? A context section on your research? Have you ever wondered if somebody has researched / published on your research topic/area of interested?

Please check past and latest publications on our database, and acknowledge the work of our colleagues in your papers to build a stronger Chilean ELT research community.

Are we missing something? Let us know! redicelt@gmail.com
  1. Arellano, R. (2018). A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second language in Chile. Revista Actualidades Investigativas de Educación. 18(1), pp.1-19. DOI: https://doi.org/10.15517/aie.v18i1.31807
  2. Arévalo, F., Briesmaster, M. (2018). “Claim – Support – Question” Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. Profile: Issues in Teachers´ Professional Development, [S.l.], p. 143-160. ISSN 2256-5760. Available at: <https://revistas.unal.edu.co/index.php/profile/article/view/63554>. Date
    accessed: 15 july 2018. doi:https://doi.org/10.15446/profile.v20n2.63554.
  3. Barahona, M. (2018). Trends in Teacher Development Programs. The TESOL Encyclopedia of English Language Teaching. 1–14.
  4. Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 15-23. https://doi.org/10.15446/profile.v20n1.66236.
  5. Carabantes, L. and A. Paran (2018). "English language teaching in South America. Policy, preparation and practices, Lia D. Kamhi-Stein, Gabriel Díaz Maggioli, Luciana C. de Oliveira (Eds.), Multilingual Matters, Bristol & Blue Ridge Summit (2017)." System: 1-3.
  6. Cárcamo, B. (2018). Types of listening comprehension promoted in the Chilean EFL textbook Global English. Colomb.appl. linguist. j., 20(1), pp. 49-61.
  7. Darwin, S. and M. Barahona (2018). "Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs." Educational Action Research: 1-17.
  8. De la Barra, E. Veloso, S. & Maluenda, L. (2018). Integrating Assessment in a CLIL-Based Approach for Second-Year University Students. Profile: Issues in Teachers´ Professional Development, [S.l.], p. 111-126, july 2018. ISSN: 2256-5760. Available at: <https://revistas.unal.edu.co/index.php/profile/article/view/66515>.
    Date accessed: 15 July 2018. doi:https://doi.org/10.15446/profile.v20n2.66515.
  9. Dissington, P. A. (2018). Addressing the problem of negative lexical transfer errors in Chilean university students. Profile: Issues in Teachers’ Professional Development, 20(1), 25-40.https://doi.org/10.15446/profile.v20n1.64911.
  10. Inostroza, MJ. (2018). Chilean young learners’ perspectives on their EFL lesson in primary schools. Revista Actualidades Investigativas de Educación. 18(1), pp.1-20. DOI: https://doi.org/10.15517/aie.v18i1.31323
  11. Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 1. [DOI:10.1111/lang.12283]. DOI: 10.1111/lang.12283
  12. Smith, R. and Rebolledo, P. (2018). A Handbook for Exploratory Action Research. London: The British Council.
  13. Veliz, L. & M. Veliz-Campos. (2018). An interrogation of the role of critical thinking in English language pedagogy in Chile, Teaching in Higher Education, DOI: 10.1080/13562517.2018.1456424

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